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Journal of Information Systems Education

Abstract

As IS educators, we are tasked with preparing students with a broad education in business and computer information systems, but measuring their total knowledge can be difficult. While the students are often tested in each of their classes on the topics and concepts for that particular class, there is rarely a unifying measure of their knowledge gained over the entire period of time. Of course, faculty could give these graduating students a comprehensive exam to see what the students do remember from their previous courses, but this seems impractical and highly susceptible to measurement errors producing unreliable data. An alternative approach to this type of traditional knowledge assessment at a conceptual level is the use of mental models, specifically concept maps or concept webs.

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